Learning through multiple lenses: analysis of self, peer, near-peer and faculty assessment of a clinical history taking task in Australia.

ABSTRACT:

Purpose

Peer assessment may offer a framework for expected skill development and feedback appropriate to the learner level. Near-peer (NP) assessment may elevate expectations and motivate student learning. Feedback from peers and NPs may offer a sustainable approach to enhancing student assessment feedback. The aim was to analyze the relationship and attitudes of self, peer, NP and faculty marking of an assessment.

Methods

A cross sectional study design was used. Year 2 osteopathy students (n = 86) were invited to self and peer assess a clinical history-taking and communication skills assessment. Near-peers and faculty also marked the assessment. Year 2 students also completed a peer/NP attitudes questionnaire. Descriptive statistics and Spearman's rho were used to evaluate

SUBMITTER: Fitzgerald K 

PROVIDER: S-EPMC6249140 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature